Clinically Reviewed by Rod Russell MS, SUDC and Blake Taylor MCoun, CMHC
June 9, 2026
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Screen Addiction in Teen Girls: When It Signals a Deeper Issue

Screen Addiction in Teen Girls: When It Signals a Deeper Issue https://solsticertc.com/wp-content/uploads/2015/07/robin-worrall-FPt10LXK0cg-unsplash-1-scaled.jpg 2560 1707 Clinically Reviewed by Rod Russell MS, SUDC and Blake Taylor MCoun, CMHC Clinically Reviewed by Rod Russell MS, SUDC and Blake Taylor MCoun, CMHC https://secure.gravatar.com/avatar/fa3c6531a6f0ba95b006434c32022c2367ce21281c0696feac1d47f9576ae22a?s=96&d=mm&r=g June 9, 2026 June 12, 2026

Clinically Reviewed by Rod Russell & Blake Taylor

What Is Screen Addiction in Teens?

Screen addiction or tech addiction in teens is a pattern of compulsive digital use that a teen struggles to control, even when it causes problems in daily life.

It may involve social media, gaming, short-form videos, messaging, streaming, online shopping, pornography, or constant phone checking. It isn’t concerning that a teen enjoys technology, but it becomes a concern when teens keep returning to screens even when it affects sleep, school, relationships, mood, safety, or family trust.

Researchers and clinicians describe this using terms like problematic screen use, addictive screen use, tech addiction, or digital addiction. No matter the term, these share a similar pattern: loss of control, emotional distress when unable to use, and continued use despite consequences.

We think it’s important to note that “screen addiction” is not an official DSM-5 diagnosis. The DSM-5 includes Internet Gaming Disorder in Section III as a condition for further study, while gambling disorder is the only behavioral addiction currently recognized as a diagnosable DSM-5 disorder. Still, many clinicians use a behavioral-addiction or process-addiction framework when screen use becomes compulsive, hard to stop, and harmful to daily life.

In this article, “screen addiction” is used in that practical, parent-friendly sense. It describes a concerning pattern, not a formal diagnosis.

Screen Addiction in Teen Girls: When It Signals a Deeper Issue

Your daughter says she is “just checking one thing,” but an hour later, she is still scrolling. She promises she will go to bed soon, but the light from her phone is still under the door at midnight. When you set a limit, she doesn’t just get annoyed: she panics, shuts down, begs for more time, or explodes. School, sleep, friendships, and family trust start to suffer.

At first, it may look like a screen-time problem, too much access. But for some teen girls, the issue is not only how many hours they spend online, but the pattern of it, the pull of their devices. The issue is what happens when they try to stop. From a different angle, it is what the screen may be helping them avoid, numb, or control.

This is why experts are paying closer attention to addictive screen use, not just total screen time. A 2025 JAMA cohort study found that high or increasing addictive use of social media, mobile phones, or video games was associated with suicidal ideation, suicidal behaviors, and worse mental health outcomes among youth. The study also noted that total screen time alone did not explain the same risk pattern, supporting a more nuanced focus on compulsive use rather than minutes alone.

This study’s distinction matters. A teen can spend time online in creative, social, or educational ways, but when screen use becomes compulsive, secretive, emotionally intense, or tied to unsafe choices, families may need to look deeper.

For families considering IOP, residential treatment, or other structured support, screen addiction may be one part of a larger picture. Tech addiction can overlap with process addictions, substance use, anxiety, depression, trauma, school refusal, self-harm, and family disconnection.

Screen Time vs. Screen Addiction: Why the Pattern Matters

Concerns around screen time focus on one question: “How long was she on the device?”

That question can be useful, especially when sleep, school, or family time is being crowded out. But it does not tell the whole story. A better question is, what happens when she has to stop?

Parents can look for patterns like:

Can she stop when she needs to?
Does she become panicked, furious, or hopeless when offline?
Is she using screens to escape anxiety, shame, sadness, loneliness, cravings, or trauma reminders?
Is screen use replacing sleep, school, hobbies, meals, movement, or face-to-face connection?
Does she keep using despite serious consequences?

Distinctions like this matter because not all screen use is harmful. People commonly use technology to create art, learn new skills, connect with friends, research a school project, play games to unwind, or participate in a supportive community. These behaviors are different from doom-scrolling until 2 a.m., gaming to avoid school, checking social media every few minutes to manage social anxiety, or hiding online behavior after repeated family conflict.

The American Academy of Pediatrics now emphasizes quality, context, and balance rather than simple fixed time limits for all youth, especially as digital life has become more complex. For parents, that means the goal is not to panic over every hour online. The goal is to understand whether screen use is helping or hurting your daughter’s life.

How App Design Keeps Teens Coming Back

It’s worth remembering that teens are not setting limits in a neutral environment. Many technologies are actually designed to grab and hold our attention. Apps, games, and social platforms often use persuasive design features like infinite scroll, autoplay, notifications, streaks, likes, and algorithmic recommendations. These features can make it harder to stop, especially for adolescents whose brains are still developing skills for impulse control, emotional regulation, and long-term decision-making.

This does not remove personal responsibility around habits, but it can add some context.

The American Psychological Association has recommended that teens receive social media literacy training to better understand how platforms may influence attention, behavior, and well-being.

Compulsive screen use is not simply a “willpower problem.” Teens –– and adults –– may be trying to set limits while also pushing against platforms designed to pull them back in.

Signs Your Daughter’s Screen Use May Be Compulsive

One warning sign does not imply addiction. Teens need privacy, social connection, and independence. They may also resist limits as part of normal development.

The pattern becomes more concerning when screen use starts to change your daughter’s sleep, mood, school performance, honesty, safety, or interest in offline life.

1. She Feels Anxious, Angry, or Panicked When Offline

Many teens dislike being away from their phones, but compulsive use often brings a stronger emotional reaction.

You may notice:

Panic when the phone dies.
Anger when Wi-Fi is unavailable.
Intense fear of missing out.
Crying, yelling, or threatening when limits are set.
Restlessness when she cannot check messages.
Feeling “unsafe” without the phone.

Reactions attached to compulsive behavior aren’t usually just about the device. For some teens, the phone represents connection, control, distraction, reassurance, or escape. When it is removed, the underlying emotion may rush forward.

2. Screens Interfere With Sleep, School, or Relationships

Sleep disruption is one of the clearest warning signs. A teen may stay up scrolling, wake during the night to check messages, fall asleep with videos playing, or intentionally hide a device under her pillow. Over time, lack of sleep can worsen mood, attention, irritability, and impulse control.

Parents may also notice:

Falling grades.
Missed assignments.
School avoidance.
Skipping meals or family time.
Less interest in sports, art, music, or friendships.
More isolation in her room.
Increased conflict when asked to stop.

AACAP notes that children and adolescents spend significant time with screens and encourages families to set healthy limits, choose quality content, and create balanced routines.

3. She Hides Use or Breaks Rules Repeatedly

Secrecy can be a sign that your daughter feels ashamed, afraid, or unable to control her behavior around screens.

You may find a hidden app, a second account, deleted messages, or a device being used after bedtime. You may make an agreement together, only to discover the same behavior again a few days later.

This does not mean your daughter is “bad.” It may mean the behavior has become powerful enough that rules alone are not working. At that point, more rules may create more hiding unless the family also addresses what the screen is helping her manage.

4. She Uses Screens to Escape Emotional Pain

This is often the most important sign.

A teen may turn to screens every time she feels rejected, anxious, bored, ashamed, lonely, angry, or sad. She may not know how to calm her nervous system without scrolling, gaming, messaging, or watching videos.

Parents may hear:

“It’s the only thing that helps.”
“I can’t deal with school without my phone.”
“I need to know what people are saying.”
“I feel worse when I’m alone with my thoughts.”
“I don’t care about anything else.”

When screens become the main coping tool, the teen may lose practice with other ways of managing distress.

5. Offline Life Starts to Shrink

A teen struggling with addictive screen use may slowly disconnect from activities that once mattered. They may stop attending events or avoid meeting friends in person. They may lose interest in hobbies that once filled their free time. Essentially, their world gets smaller while the online world gets bigger.

This is especially concerning when the teen seems more distressed after being online but still cannot stop. Screen addiction in teen girls is often not just about the device. It may be a sign of deeper emotional pain, process addiction patterns, substance use risk, trauma, anxiety, depression, or disconnection from family and offline life.

Why Teen Girls May Be Especially Vulnerable

Teen girls often experience online life through relationships. Delayed replies can feel like rejection, group photos can feel like proof she was left out, and comments about appearance can stay with her for days.

Social media can intensify comparison, body image pressure, fear of exclusion, friend conflict, and the pressure to respond immediately. A daughter may not say, “I’m addicted to my phone.” She may say:

“Everyone will forget about me.”
“I need to know if they posted without me.”
“I look terrible.”
“I can’t ignore the group chat.”
“If I don’t answer, they’ll be mad.”
“The algorithm won’t show my posts if I take a break.”

For girls with anxiety, depression, trauma, ADHD, low self-worth, or rejection sensitivity, online connections can feel both comforting and painful. It gives reassurance, but the reassurance fades. It distracts from distress, but the distress returns. It creates connection, but it may also deepen comparison and loneliness.

That cycle can be hard to break without support, especially when online identity has started to feel more manageable than real-life connections.

How Screen Addiction Overlaps With Process Addictions

Screen addiction is often discussed as a type of process addiction or behavioral addiction. Process addictions involve compulsive engagement in a behavior despite negative consequences. They may include gaming, social media use, online shopping, gambling-like behaviors, exercise, or other rewarding behaviors.

Compulsive screen use may include patterns that resemble other addictions:

Cravings or urges.
Loss of control.
Secrecy.
Emotional withdrawal when unable to use.
Needing more time or intensity to feel satisfied.
Continued use despite harm.
Repeated failed attempts to cut back.

For teen girls, the behavior may begin as a method to self-soothe. It may help her avoid painful emotions, peer rejection, trauma memories, family conflict, or school stress. But over time, it can become one of the main ways she copes.

That is when the problem is no longer just the app, game, or phone. The deeper concern is the underlying emotional pattern.

The Connection Between Screen Addiction and Substance Use Risk

Screen addiction and substance use are not the same thing. One does not automatically cause the other, but for some teens, they can overlap. A teen may use screens and substances for similar reasons: to numb, escape, feel accepted, reduce anxiety, or avoid distress.

Recent research has examined links between screen use patterns and substance use experimentation in early adolescents. One prospective study using ABCD Study data found associations between several screen modalities and later substance use experimentation among early adolescents.

Online spaces may expose teens to substance-related content, risky peer groups, normalization of drugs and alcohol, or social situations where substance use is encouraged. This does not mean parents should assume the worst. It does mean that if compulsive screen use appears alongside vaping, cannabis use, alcohol use, secrecy, school problems, or unsafe peers, the family may need a broader assessment.

Consider asking: “What role are screens and substances playing in her emotional life?” If both are helping a teen avoid pain or seek relief, it’s likely that the deeper coping pattern needs to be supported through therapeutic treatment.

When Screen Addiction May Need More Than Parental Controls

App limits, device-free bedrooms, and screen-free family routines can all be helpful tools for reducing screen time. But parental controls alone may not be enough when screen use is connected to larger safety or mental health concerns.

Professional support may be needed if your daughter’s screen use is connected to:

Suicidal thoughts or self-harm.
Substance use.
School refusal.
Severe depression or anxiety.
Trauma symptoms.
Unsafe online relationships.
Aggression when limits are set.
Eating disorder behaviors.
Major sleep disruption.
Repeated failed attempts to reduce use.
Family conflict that feels unmanageable.

The 2025 JAMA study found that youth with high or increasing addictive screen use trajectories had worse mental health outcomes and higher risk patterns related to suicidal ideation or behavior, especially around social media and mobile phone use.

Studies like this are helpful to guide families toward the right question: “Is this behavior becoming compulsive, harmful, and emotionally necessary?”

Outpatient, IOP, or Residential Treatment: What Level of Care May Fit?

Parents often wonder whether their daughter needs therapy, IOP, residential treatment, or something else.

There is no one-size-fits-all answer. A licensed professional should help assess safety, functioning, substance use, family dynamics, and co-occurring mental health needs.

Still, the following framework can help families think about next steps.

Level of Care	May Be Appropriate When	Primary Goal
Outpatient therapy	Screen use is concerning, but safety, school, and home routines are mostly stable	Build awareness, coping skills, and family boundaries
Intensive outpatient program	Screen use overlaps with anxiety, depression, early substance use, school problems, or family conflict, but the teen can remain safe at home	Provide structured therapy while the teen practices skills in daily life
Residential treatment	Screen use is part of a larger crisis involving substance use, self-harm, suicidal ideation, unsafe behavior, trauma symptoms, or repeated failed attempts at home	Create safety, reduce triggers, stabilize mental health, and rebuild coping skills

Concerned that screen use is part of a larger safety, substance use, or mental health concern?

Speak with our admissions team about whether residential support may be appropriate.

When IOP May Help

An intensive outpatient program may be a good fit when a teen needs more than weekly therapy but does not need 24-hour care.

IOP may support teens who:

Are struggling with compulsive screen use and emotional dysregulation.
Have early substance use concerns.
Need structured skills practice several days per week.
Can stay safe at home.
Have caregivers who can maintain boundaries.
Are still able to participate in school or daily routines.

IOP can be especially helpful when the goal is to practice new coping skills in real-life settings.

When Residential Treatment May Help

Residential treatment may be appropriate when home-based limits and outpatient support are not enough.

This may include situations where screen use is connected to:

Substance use.
Self-harm or suicidal thoughts.
Unsafe online contact.
Severe family conflict.
School refusal.
Running away.
Aggression.
Trauma symptoms.
Serious mood instability.
Repeated failed attempts to stop or reduce use.

In residential treatment, a teen has space away from daily triggers. She can build emotional regulation skills, address co-occurring concerns, and reconnect with life outside of screens.

How Solstice West RTC Supports Teen Girls and Families

Solstice West RTC supports adolescent girls whose screen use may be part of a larger pattern of emotional distress, process addiction, substance use, trauma, anxiety, depression, or family disconnection.

The goal is not to shame the use of technology, but to understand what the behavior is doing for the teen. Is this pattern helping her avoid grief? Is it numbing anxiety? Is it replacing face-to-face connection? Is it keeping her tied to unsafe peers? Is it part of a broader process addiction or substance use pattern?

In a residential setting, girls can step away from the patterns they have built alongside constant digital pressure to begin practicing healthier ways to manage discomfort. Here, they can rebuild sleep routines, strengthen emotional regulation, repair family trust, and rediscover meaningful offline activities.

For many families, treatment is also a chance to move from daily power struggles to clearer communication. Through family work, we help parents learn what their whole family needs to feel safe, connected, and capable in the modern world.

What Parents Can Do Before Things Escalate

If you are worried about your daughter’s screen use, you do not have to solve everything in one conversation.

Start With Curiosity, Not Accusation

Try saying:

“I’ve noticed it seems really hard to be away from your phone lately. I’m not trying to shame you. Honestly, I know how easy it is to get pulled into my own screen, too. I’m wondering what your phone is helping with right now.”

This approach does not remove the need for limits. It gives your daughter a better chance of staying in the conversation long enough to tell you something useful

Track Emotional Triggers

Notice when compulsive use spikes. Some common triggers may be:

After school.
Before bed.
After a conflict with friends, family, or partners.
During homework.
After therapy.
When alone.
When feeling rejected, bored, or ashamed.

Once you understand the trigger, you can support the underlying need.

Protect Sleep First

Sleep affects mood, focus, impulse control, and emotional regulation. For many families, protecting sleep is the most important first boundary.

Consider:

Charging phones outside the bedroom.
Using an alarm clock instead of a phone.
Creating a screen-off wind-down routine.
Keeping school-night rules consistent.
Modeling similar habits as adults.

Expect resistance! Resistance does not mean the boundary is wrong, but it can show that the phone has become emotionally important.

Replace the Function, Not Just the Device

Taking away a phone or device without replacing the function it serves can lead to more conflict. Think of that starter conversation when you ask to understand what the phone is helping her with. This answer can help guide healthy replacements for devices.

If your daughter uses screens to calm down, she needs other ways to calm her body. If she uses screens to feel connected, she needs safer forms of connection. If she uses screens to avoid boredom, shame, cravings, or anxiety, she needs help tolerating those feelings without escaping every time.

Offline replacements may include movement, art, music, photography, writing, time with animals, volunteering, cooking, baking, nature-based activities, in-person friend time, or family rituals that are not centered on correction.

In this day and age, the goal is not a screen-free life. A healthy goal is a life where screens are no longer the main coping tool.

Encourage Creative and Educational Tech Use

Not all tech use is equal! A teen creating music, learning design, nurturing healthy friendships, researching a passion, or using technology for school is engaging differently than a teen caught in endless comparison, conflict, or avoidance.

Ask reflective questions:

“Do you feel better or worse after using this app?”
“Are you creating or consuming?”
“Can you stop when you planned to stop?”
“Is this helping your goals or pulling you away from them?”
“What feeling are you trying not to feel right now?”

These questions build awareness without turning every conversation into punishment.

What to Do Next

If your daughter’s screen use feels compulsive, start with one calm conversation and one practical change.

You might say: “I don’t want to punish you for struggling. I want us to understand what is going on and help you feel more in control.”

Then choose one next step:

Move phones out of bedrooms at night.
Track emotional triggers for one week.
Ask her therapist or pediatrician about problematic screen use.
Assess whether screen use is connected to substance use, self-harm, school refusal, or unsafe online behavior.
Seek a higher level of care if home limits are not enough.

If your daughter’s screen use is connected to substance use, self-harm, school refusal, emotional outbursts, unsafe online behavior, or repeated failed attempts to cut back, Solstice West RTC can help your family explore whether residential treatment may be the right next step.

CONTACT OUR TEAM

FAQs

Is screen addiction a real addiction?

“Screen addiction” is not an official DSM-5 diagnosis. Still, clinicians and researchers often use terms like problematic screen use, addictive screen use, digital addiction, or gaming-related addictive behaviors. The concern is not the label alone. The concern is whether a teen feels unable to stop and keeps using screens despite harm to sleep, school, relationships, mood, safety, or family trust.

How do I know if my daughter has screen addiction or just likes her phone?

Look at the function it serves and the consequences it’s bringing. If she can easily remove herself from her phone, sleeps well, keeps up with school, enjoys offline life, and uses screens in balanced ways, it may not be addiction. If she cannot stop, hides use, becomes highly distressed offline, loses sleep, avoids “real life”, or uses screens to numb emotions, the pattern may be more concerning.

Can screen addiction be treated in IOP?

Sometimes. IOP may help when screen addiction overlaps with anxiety, depression, family conflict, early substance use, or school problems, but the teen can remain safe at home. IOP gives teens structured support while they practice healthier habits in daily life.

When does screen addiction require residential treatment?

Residential treatment may be appropriate when screen addiction is connected to serious safety concerns, substance use, self-harm, suicidal thoughts, unsafe online relationships, school refusal, aggression, trauma symptoms, or repeated failed attempts to reduce use at home. A licensed professional can help determine the right level of care.

Is screen addiction connected to substance use?

It can be. Screen addiction and substance use are different concerns, but both may function as ways to escape distress, seek reward, or manage painful emotions. Digital spaces may also expose teens to risky peer groups or substance-related content. A clinical assessment can help determine whether both issues need treatment.

Crisis and safety note

This article is for educational purposes only and is not a substitute for medical, mental health, or crisis care. If your teen may hurt herself or someone else, call 911 or go to the nearest emergency room. In the U.S., call or text 988 to reach the Suicide & Crisis Lifeline. Families outside the U.S. should contact local emergency services or a regional crisis hotline. For diagnosis or treatment recommendations, consult a licensed mental health professional.

References

American Academy of Child and Adolescent Psychiatry. (2026). Screen time and children. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Watching-TV-054.aspx

American Academy of Pediatrics. (2025). Screen time guidelines. Center of Excellence on Social Media and Youth Mental Health. https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/qa-portal/qa-portal-library/qa-portal-library-questions/screen-time-guidelines/

American Psychiatric Association. (2013). Substance-related and addictive disorders. https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Substance-Use-Disorder.pdf

American Psychiatric Association. (2013). Internet gaming disorder. https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/DSM/APA_DSM-5-Internet-Gaming-Disorder.pdf

Basenach, L., Renneberg, B., Salbach, H., Dreier, M., & Wölfling, K. (2023). Systematic reviews and meta-analyses of treatment interventions for Internet use disorders: Critical analysis of the methodical quality according to the PRISMA guidelines. Journal of Behavioral Addictions, 12(1), 1–17. https://doi.org/10.1556/2006.2022.00087

Prospective association between screen use modalities and substance use experimentation in early adolescents. (2024). Drug and Alcohol Dependence. https://www.sciencedirect.com/science/article/pii/S0376871624014297

Xiao, Y., et al. (2025). Addictive screen use trajectories and suicidal behaviors, suicidal ideation, and mental health in U.S. youths. JAMA. https://doi.org/10.1001/jama.2025.7829

The Solstice Team
January 28, 2026
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From Overwhelmed to Regulated: Solstice’s Sensory Room

From Overwhelmed to Regulated: Solstice’s Sensory Room https://solsticertc.com/wp-content/uploads/2026/01/AdobeStock_451925559.jpeg 1200 800 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g January 28, 2026 June 11, 2026

The Sensory Room at Solstice West RTC: What It Is, How It Works, and What We’re Learning

In 2025, we launched a sensory room at Solstice West RTC to support students who live with trauma histories and those with Level 1 Autism Spectrum Disorder (ASD). The room was designed in collaboration with Ellie Pugmire, a PhD candidate in Occupational Therapy at Widener University, and included a structured five‑week staff training to ensure the space is used effectively and ethically.

Quick answer: What is a sensory room?

A sensory room offers controlled sensory input—lighting, textiles, gentle movement, sound—to help the nervous system settle or organize. In our program, teens learn when and how to use sensory tools, practice skills for down‑regulation, and then return to therapy, classes, or daily routines with more readiness to learn and connect.

Why a sensory room for teens in treatment?

Trauma, ASD Level 1, and the nervous system

Trauma and sensory‑processing differences can show up as “too much” (hyperarousal: fight/flight) or “too little” (hypoarousal: shutdown). Sensory modulation strategies aim to bring arousal back into a workable range so teens can participate in therapy, schoolwork, and relationships—consistent with trauma‑informed care. Emerging evidence from inpatient settings suggests that sensory‑modulation approaches can aid de‑escalation and complement efforts to reduce restrictive practices.

What’s in our sensory room (and how we teach skills)

Tools and features

The space includes adjustable, dim lighting, weighted items, and bilateral/rhythmic activities, along with structured protocols for timing, consent, and goal alignment. We use it briefly and purposefully (not as a reward or escape), document goals for each session, and integrate the skills into therapy and school transitions.

5‑week staff training and ethical use

Ellie developed a five‑week training that covers sensory processing basics, practice in the room, and when not to use a tool. The aim is consistent, ethical use across staff so the room remains therapeutic—not recreational—and students generalize skills to everyday contexts.

“Trauma is often stored in the body, and addressing sensory needs can help students process their experiences more effectively,” notes Jane Peterson, Executive Director. Even students without a formal sensory diagnosis may benefit from targeted sensory interventions when these are used thoughtfully within a broader treatment plan.

What does the research say?

Sensory rooms and sensory modulation in mental‑health settings

In acute psychiatric settings, studies and reviews describe sensory rooms (sometimes called “calm rooms”) as a trauma‑informed option that can support de‑escalation and patient autonomy. Recent mixed‑methods and review papers suggest promise for reducing distress and complementing efforts to reduce seclusion/restraint, while also noting implementation and measurement challenges. In short: useful tools, still developing evidence.

Sensory integration for autism: where evidence is mixed

For autistic children, the large SenITA randomized controlled trial found no main effects of manualized Ayres Sensory Integration® (ASI) on primary outcomes versus usual care at 6 months, though carers reported improved goal attainment during the intervention; subgroup signals require replication. Recent professional statements emphasize fidelity and matching interventions to individual goals.

Translation: sensory‑based supports may help some youth meet specific participation goals, but it is not a universal “fix,” and expectations should be individualized.

Weighted blankets: small benefits, safety first

A 2024 systematic review of RCTs found small positive effects of weighted blankets on anxiety, with mixed findings for insomnia; no serious adverse events were reported, but studies were small and heterogeneous. A 2024 narrative review likewise suggests potential sleep benefits while calling for larger trials.

Safety note: weighted items should be used with guidance, and only by individuals who can independently remove them.

How we measure outcomes (data‑informed care)

From day one, we built documentation into the workflow: brief session notes, goals (e.g., overwhelm rating before/after, time to re‑engage in class), and tracked patterns (e.g., which tools help which students). This aligns with occupational therapy practice guidance to pair interventions with meaningful, individualized outcomes and transparent documentation.

How families can use these ideas at home

At a recent family seminar, Ellie led 30‑minute psychoeducation on sensory concepts and practical carryover—simple routines like previewing transitions, offering choice, and building a small “regulation station” (earbuds, fidgets, soft lighting). Families left with safety guidance and a plan to test one or two tools, not ten at once.

About Solstice West

Solstice West RTC is located in Layton, Utah. Academic instruction is delivered by Utah‑licensed teachers, and our clinical team integrates OT‑informed sensory strategies within a trauma‑informed, relationship‑based model of care. Tours are available by request.

What to do next

Ask for a walk‑through. Seeing the room helps you picture how it supports therapy and school.
Talk to our team about whether sensory‑based strategies fit your teen’s treatment goals.
If you’re a district partner, we can coordinate observation or consultation.

Talk With Our Team About the Right Next Step

If your teen’s life is impacted by disregulation and you’re searching for residential support, our admissions team can help you understand whether Solstice West may be the right fit.

Contact Our Team | Call Now

FAQs

How long are sessions in the sensory room?
Short and goal‑focused. Teens enter with a purpose (e.g., down‑regulate after therapy), practice for minutes—not hours—and return to class or sessions when ready.

Is a sensory room the same as sensory integration therapy (ASI)?
No. A sensory room is a setting and set of tools used for regulation. ASI is a manualized therapy delivered by trained OTs with fidelity; evidence is mixed, and expectations should center on individualized goals.

Are weighted blankets safe for teens?
They can be safe when used correctly and may offer small benefits for anxiety/sleep, but they’re not right for everyone. Use only if the teen can remove the blanket independently and review with a clinician if there are respiratory/sleep concerns.

Do sensory rooms reduce seclusion or restraint?
Findings are encouraging but mixed. Implementation studies and reviews suggest sensory rooms/modulation can support de‑escalation as part of broader trauma‑informed changes (training, policy, environment). Measurement and context matter.

Crisis and safety note

If you or your child is in immediate danger or is considering self-harm, call 911 or go to the nearest emergency room.

For 24/7 support in the United States, you can call or text 988 or chat via the 988 Suicide & Crisis Lifeline. If you are outside the U.S., please contact your local emergency number or national crisis service. This article is for educational purposes and is not a substitute for medical or mental-health advice.

The Solstice Team

Solstice West is a residential treatment center for adolescent girls ages 12–18, specializing in addictive and compulsive behaviors rooted in trauma, attachment, anxiety, and depression. The program serves all-gender adolescents who identify as female, including nonbinary and transgender AFAB students. Solstice West’s relationship-based, trauma-informed approach incorporates DBT, CBT, EMDR, Brainspotting, Somatic Experiencing, experiential therapy, and family systems work. The program is fully licensed by the State of Utah, accredited by Cognia and CARF, and recognized by California and Washington State for academic credit transfer. Solstice West is located at 1904 W Gordon Ave, Layton, UT 84041.

Want to learn more? Reach out today!

The Solstice Team
January 28, 2026
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Trauma‑Informed Schools: A Parent’s Guide to Helping Your Child Learn Again

Trauma‑Informed Schools: A Parent’s Guide to Helping Your Child Learn Again https://solsticertc.com/wp-content/uploads/2026/01/AdobeStock_627588963.jpeg 1000 667 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g January 28, 2026 August 25, 2026

What this guide covers:
Trauma can make even a “good” school feel overwhelming for a child. This guide helps parents understand what a trauma-informed school actually looks like, why it’s often a better fit for kids who’ve been through hard things, how to tell when school isn’t enough, and when a therapeutic program like Solstice West RTC may be the right next step.

On this page

Trauma-Informed Schools & Therapeutic Programs: A Parent Guide

If your child has been through something hard—a serious accident, medical trauma, family violence, loss, or ongoing stress—school can suddenly feel like a minefield. You might see more stomachaches, school refusal, meltdowns over small changes, or calls from the nurse that “they just don’t feel well.”

It’s easy to wonder:
Is this just teen behavior… or is it a trauma response? Can school actually help?

This guide will help you:

Understand what a trauma-informed school is (and why it can be a better fit for kids with trauma)
Recognize how trauma shows up at school
Know when a therapeutic school may be needed
See how Solstice West RTC builds trauma-informed classrooms within a therapeutic program

Large national surveys show that about three in four U.S. high-school students report at least one adverse childhood experience (ACE), and nearly one in five report four or more—and higher ACE counts are strongly linked with mental-health symptoms and school-related risks like substance use and suicidality.

Teachers can build positive relationships with students and often notice changes in behavior.

Quick answer: What is a trauma-informed school?

A trauma-informed school is one where adults understand how stress and adversity affect learning and behavior, and use that knowledge to shape the entire environment. Core elements include:

Safety and trust (clear rules, predictable routines, emotionally safe staff)
Awareness of trauma and how it affects attention, emotions, behavior, and health
Strong relationships and co-regulation between adults and students
Student voice and choice in age-appropriate ways
Family partnership and culturally responsive practices

Behavior is seen as communication, not just “good” or “bad,” and responses focus on skill-building and avoiding re-traumatization instead of relying only on punishment.

Put simply, a trauma-informed school is designed so that a child’s nervous system can calm down enough to feel safe and learn.

Why trauma makes school so hard

Trauma can change how a child’s brain and body handle:

Even normal school environments can overwhelm a sensitized nervous system.

Attention and working memory
Sleep and energy levels
Emotion regulation and impulse control

National guidance notes that after trauma, many children struggle with concentration, become more easily startled, and are more likely to experience physical complaints and sleep disruption—all of which interfere with school tasks.

In a busy school day with bells, crowds, tests, and social pressure, that can show up as:

Big reactions to small changes (a substitute teacher, a seating change)
Trouble starting or finishing multi-step tasks
Withdrawing from friends or refusing certain classes (presentations, PE)
Frequent visits to the nurse or calls home to be picked up

None of this means your child is broken or “just being difficult.” It usually means their body and brain are working extra hard to stay safe in an environment that feels unpredictable or overwhelming.

Children’s responses to trauma: emotional, behavioral, and physical

Major organizations like NIMH, SAMHSA, and CDC describe a wide range of normal responses after trauma, which can vary by age and may last for days to weeks.

Emotional responses

Patterns of behavior can show deeper connection to trauma.

Increased fear, anxiety, or worrying about safety
Sadness, guilt, or shame about what they did or didn’t do
Irritability, anger, or feeling emotionally “numb”

Behavioral responses

Clinginess (younger children) or withdrawal (older kids and teens)
Regression (bed-wetting, baby talk, needing more help)
Trouble concentrating and forgetfulness
Regression in academic skills or work quality
Risk-taking, including substance use (especially in teens)

Physical responses

Trouble falling asleep or staying asleep; nightmares
Sleeping much more than usual
Ongoing headaches, stomachaches, or GI issues without a clear medical cause

NIMH emphasizes that many of these reactions improve over time with support and routine, but that persistent symptoms beyond about a month, or severe reactions at any time, are reasons to seek professional help.

In the classroom, this may look like late or missing work, zoning out, skipping class, drama with peers, or constant nurse visits, layered on top of either withdrawal or acting out.

What makes a school truly trauma-informed?

You’ll see “trauma-informed” on a lot of websites now. The question is whether it matches evidence-based frameworks like those from the National Child Traumatic Stress Network (NCTSN).

Here’s what to look for and ask about:

1. Routines and predictability

The day’s schedule is posted and reviewed.
Staff preview changes (assemblies, drills, substitute teachers).
Transitions have clear, consistent steps.

NCTSN’s system framework highlights predictable routines as a core part of trauma-informed school environments because predictability helps regulate students’ stress responses.

2. Relationships and co-regulation

Teachers model basic regulation skills (brief breathing or stretch breaks).
When a child escalates, the first move is connection and calming, not punishment.
Adults greet students by name and notice when something is off.

SAMHSA’s guidance for children and youth after traumatic events stresses that supportive, calm adults are the key factor in helping kids cope, which is exactly what good co-regulation provides.

Teen girls can be good at masking symptoms. Teachers who prioritize relationship-based teaching can help spot changes in behavior.

3. Voice, choice, and agency

Students get small but real choices (order of tasks, project format, partner options).
There are clear ways to ask for a break or support without being shamed.

Choice increases a sense of control, which is especially important for kids whose control was taken away during trauma.

4. De-escalation spaces that teach skills

Some classrooms or schools use a “calm corner” or quiet space. In a trauma-informed school, this space is:

Taught like any other routine (when to use it, how long, what to do there)
Filled with tools that build skills (visual timer, movement, sensory supports), not just a place to escape work

5. Instruction that lowers overload

Directions are chunked into smaller steps with visuals.
Lessons include short regulation breaks (stretch, breathe, stand and talk).

For a dysregulated brain, this can be the difference between “I can’t” and “I can try.”

6. Restorative, not purely punitive, discipline

Instead of “What’s wrong with you?” a trauma-informed school asks:

“What happened? Who was affected? What do you need to repair and move forward?”

NCTSN and other school safety organizations encourage restorative approaches to reduce exclusionary discipline and keep kids connected to learning, which is protective for mental health.

How parents can support their child right now

Even in a great trauma-informed school, home routines matter.

Co-regulation and structure

After trauma, kids need more connection and consistency, not fewer rules. Best practices emphasize keeping routines as normal as possible while offering extra reassurance and support.

Keep wake times, bedtimes, and school routines as steady as you reasonably can.
Use calm, clear limits: “It’s okay to feel angry. It’s not okay to hit. Let’s find a safe way to let it out.”
Pair correction with connection: “That wasn’t okay, and I’m still right here with you.”

Quick script before school

“Let’s do two slow breaths together, then we’ll walk to the car. You don’t have to like everything about today. You just have to take the next step. I’m with you.”

Talk with teachers in a way that builds partnership

You don’t have to share everything. Focus on what teachers need to know to respond well:

One line about what’s hard
One or two things that help
A clear ask

Email template

Hi [Teacher’s Name],

[Child] recently went through a difficult event. Since then, they’ve been more anxious and may struggle with changes in routine or loud settings.

What helps: a brief heads-up before big changes and a 2–3 minute break to reset.
Could we set up a simple plan and a quick check-in in a few weeks to see how it’s going? I appreciate your support so much.

When school supports aren’t enough: signs your child might need a therapeutic school

Sometimes, even with solid trauma-informed practices and outpatient therapy, a child’s needs go beyond what a traditional school can safely provide.

Consider talking with your child’s providers about a therapeutic school (day or residential) if you see patterns like:

Safety concerns at school (frequent crisis events, running away, serious self-harm or aggression)
Ongoing school refusal despite consistent efforts and supports
Multiple suspensions, alternative placements, or “soft pushes” to leave
Trauma symptoms thataren’t improving after several months of therapy and school accommodations
Your child needing intensive therapeutic work that can’t fit into evenings and weekends
School staff saying, “We’re trying, but we don’t have the level of support they really need.”

These are the situations where a therapeutic school—integrating academics, intensive therapy, and 24/7 milieu support—may offer the level of containment and treatment your child needs.

The American Academy of Pediatrics’ policy on trauma-informed care points out that systems often need to adjust intensity and environment to match the level of adversity and symptoms; sometimes that means a more specialized setting for a period of time.

What to look for in a therapeutic school

Whether you’re considering Solstice West RTC or another program, look for:

Trauma-informed classrooms
- Routine and predictability
- Co-regulation and strong teacher-student relationships
- Skill-focused de-escalation spaces
Licensed teachers and a clear academic plan that can coordinate with your home district
Integrated clinical support (individual, family, and group therapy)
Family involvement and transition planning back to home or a less intensive setting

This mirrors what NCTSN describes as a tiered, trauma-informed school system: universal practices for everyone, plus more intensive interventions for students with higher needs.

How Solstice West supports students with trauma at school

At Solstice West RTC in Layton, Utah:

Instruction is provided by Utah-licensed educators in small, trauma-informed classrooms.
Our academic program is listed on the California Department of Education’s out-of-state nonpublic school directory and on Washington’s OSPI-approved nonpublic agency list for education placements (districts can verify current status on those official sites).

In the classroom, that looks like:

Daily routines and previewed schedule changes
Teachers trained in trauma-informed practices and co-regulation, not just content
Calm, structured spaces for students to practice regulation skills without losing dignity
Voice and choice in assignments and projects, so students rebuild a sense of control
Close collaboration between therapists, teachers, and families on goals and accommodations

Our team also works with home districts to plan:

Credit transfer
504/IEP coordination
Step-down options and re-entry plans, so gains made here transfer back home

The overall approach aligns with AAP’s trauma-informed care recommendations—strengthening relationships, buffering adversity, and promoting healthy development.

When to seek professional help (beyond school changes)

Reach out to your child’s healthcare provider or a licensed mental-health professional if:

Symptoms last longer than 2–4 weeks or are still strong after about a month
Reactions get worse instead of slowly improving
Problems interfere with school, friendships, or family life
There are ongoing physical complaints without a clear medical cause

Reach out immediately (same day; emergency services if needed) if you notice:

Talk of self-harm or suicide
Dangerous risk-taking or substance use
Severe school refusal combined with major withdrawal
Behavior that makes you fear for your child’s safety or someone else’s

For urgent emotional support in the U.S., you can call or text 988 (Suicide & Crisis Lifeline) any time.

What to do next

Spot patterns, not one-off bad days. Use the emotional/behavioral/physical lists above.
Ask your child’s school: “What trauma-informed supports are already in place for my child, and what else could we try?”
If school struggles continue, request a 504/IEP evaluation in writing and set a date to review progress.
If your child’s needs are beyond what school and outpatient care can safely hold, talk with your child’s providers about therapeutic school options, including whether Solstice West RTC might be an appropriate next step.

You don’t have to figure this out alone. A good trauma-informed school or therapeutic program will treat you as a partner, not a problem.

Talk With Our Team About the Right Next Step

If your teen is struggling with trauma symptoms, our admissions team can help you understand options and whether Solstice West may be the right fit.

Contact Our Team

Call Now

Confidential support for families. We’re here to help you get clarity.

Crisis and safety note

If you or your child is in immediate danger or is considering self-harm, call 911 or go to the nearest emergency room.

References

National Institute of Mental Health. (n.d.). Helping children and adolescents cope with traumatic events. U.S. Department of Health and Human Services. Retrieved 2025. (National Institute of Mental Health)
Substance Abuse and Mental Health Services Administration. (2012). Tips for talking with and helping children and youth cope after a disaster or traumatic event: A guide for parents, caregivers, and teachers (HHS Publication No. SMA-12-4732). (SAMHSA Library)
National Child Traumatic Stress Network. (2017, updated 2021). Creating, supporting, and sustaining trauma-informed schools: A system framework. (NCTSN)
American Academy of Pediatrics. (2021). Trauma-informed care in child health systems. Pediatrics, 148(2), e2021052579.https://doi.org/10.1542/peds.2021-052579 (AAP Publications)
Swedo, E. A., et al. (2024). Adverse childhood experiences and health conditions and risk behaviors among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR Supplements, 73(4), 39–49.https://doi.org/10.15585/mmwr.su7304a5 (CDC)
Centers for Disease Control and Prevention / Agency for Toxic Substances and Disease Registry. (2019). Helping children and adolescents cope with traumatic events. (ATSDR)

The Solstice Team

Want to learn more? Reach out today!

The Solstice Team
December 1, 2022
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Should High Schoolers Have Mental Health Days in School?

Should High Schoolers Have Mental Health Days in School? https://solsticertc.com/wp-content/uploads/2019/12/vladislav-muslakov-CwIU33KGToc-unsplash-scaled.jpg 2560 1943 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g December 1, 2022 July 29, 2025

High schoolers face a lot of stress outside the classroom that can impact their ability to stay present in class. Mental health issues among teens have skyrocketed in the past decade. While doctor’s appointments are considered excused absences, mental health is not treated the same as physical health in the school system. High schoolers are encouraged to take sick days to rest and catch up on schoolwork from home, but taking a mental health day to take care of themselves and mentally prepare to focus more on assignments is often considered school refusal. Some public schools have proposed that high schoolers should be allowed to take up to five mental health days off per semester to improve academic performance.

What are Mental Health days?

While school-related stress affects the mental health of 61.5 percent of students, only 26.1 percent of them have ever taken a mental health day. The intention behind allowing for mental health days is that teens who leave school for therapy appointments, teens who have a panic attack in the morning and show up late, and teens who have experienced significant loss or trauma that need time to grieve will have excused absences. The goal is to bridge the gap between how we treat physical and mental health. Taking a mental health day from school is a chance for teens to reset their nervous system and get out of fight-or-flight mode. It’s a break from the everyday stress of tests, deadlines, and social pressures. Plus, it provides time for rest, reflection, and recharging.

Many parents are concerned that missing classes will mean that their teen will get behind in school, reinforcing their low self-esteem and lack of motivation. Teaching children to work hard, show dedication, and always do their best is important. However, it is equally important to teach them how to listen to themselves, slow down, and recognize when they are not getting their needs met. Allowing them to take a break when overwhelmed can save them from spiraling deeper into depression.

Teen mental health days bring awareness to the challenges that today’s adolescents face and foster open dialogue about this issue. As a result, the concept of taking a mental health day from school has the potential to reduce the stigma around mental illness.

How do Residential Treatment Centers Encourage Mental Health Days?

Academic programming at residential treatment centers is designed to integrate mental health education and awareness into the classroom. Qualified teachers are trained to identify signs that students are struggling and offer accommodations to better support their learning. Teachers understand that sometimes students will have therapy appointments during class or that they may need to step into the hallway when they are feeling overwhelmed and work with students to ensure that they stay caught up.

Our attitude is that mental health should be prioritized. We understand that many students who have struggled with mental health issues have had negative experiences at school, problems with attendance, and difficulty planning for their futures. Our accredited academic program prepares students for college by emphasizing experiential learning and study skills that motivate students to be enthusiastic about what they learn. Regardless of their academic performance, students struggle to feel accomplished when their mental health is compromised.

Ways to Integrate Mental Health Education into Academics

Offer creative electives. Visual art, music, and journaling are beneficial activities for processing emotions and tapping into creativity. Electives are graded based on investment rather than the quality of performance, which allows students to explore topics they find interesting without feeling as much academic pressure.
Spend time in nature. Teens spend a large chunk of their day in indoor classrooms, which can contribute to restlessness and low energy. Teachers often suggest holding class outdoors, as spending time in nature is proven to lower the stress hormone cortisol. As a result, stress, depression, and anxiety levels go down.
Cultivate authentic connections. Supportive, caring relationships are essential for adolescents. In small class sizes, teens have the opportunity to speak up in class and feel a sense of community with their peers. Teachers make an effort to build close relationships with students outside the classroom by offering additional academic support and college counseling. Teachers become invested in teens’ therapeutic growth by working closely with the clinical team to understand students’ needs in the classroom.
Block schedules. As a year-round schedule with five quarters, students have the opportunity to catch up on credits, get ahead, or integrate more electives into their schedules. Classes meet for half days to make room for group therapy, therapy appointments, and study halls to help students work on their personal and academic goals. As classes meet four days a week, students have Fridays off to participate in recreational activities in the community.

Solstice RTC Can Help

Solstice West is a residential treatment program for young girls and assigned female at birth ages 12-18 who struggle with issues such as anxiety, depression, trauma, and/or relationship struggles. This program provides three types of therapy: individual, group, and family therapy to allow girls and assigned female at birth to explore themselves in a variety of ways. Through groups on various topics, girls and assigned female at birth learn to become more aware of their emotions and to express them appropriately to others. Students will leave with the skills they need to transition into the world feeling confident, happy, and able to manage their emotions.

For more information, call 866-278-3345. We can help your family today!

The Solstice Team

Want to learn more? Reach out today!

The Solstice Team
May 7, 2021
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Shyness or Social Anxiety in Teens? Symptoms and Triggers

Shyness or Social Anxiety in Teens? Symptoms and Triggers https://solsticertc.com/wp-content/uploads/2016/01/charles-deluvio-XwbzsOOC0Ws-unsplash-scaled.jpg 1790 2560 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g May 7, 2021 April 17, 2025

Adolescence is filled with new experiences and challenges. Teen girls are going through physical and emotional changes and puberty starts and social dynamics begin to shift. With all these changes, it is easy to see how young women may feel uncomfortable or shy in these new situations. Friend groups may start to expand or contract, and your daughter will have to begin to learn how to create new friendships and relationships. This can be challenging for any teen girl, but for girls struggling with social anxiety, this can be even more difficult.

Struggling to fit in with people your own age as a teen girl or child-assigned female at birth is terrible. Most teen girls and assigned female at birth base their entire lives around their social life. They make it a higher priority than spending time with their family and/or even doing well academically. For some teen girls, this social life is not an option. Social anxiety in teens can be absolutely crippling in many aspects of a teen’s life. Unlike the self-consciousness most people feel from time to time, social anxiety in teens creates a fear of social situations that is so intense people avoid all situations that might trigger the fear response.

What is social anxiety?

Feelings of shyness or discomfort in certain situations aren’t necessarily signs of social anxiety disorder, particularly in children. Their comfort levels in social situations will vary, depending on their personality traits and life experiences. Some teens are naturally reserved and others are more outgoing.

In contrast to everyday nervousness, social anxiety disorder includes fear, anxiety and avoidance that interfere with daily routine, work, school or other activities. Social anxiety disorder typically begins in the early to mid-teens, though it can sometimes start in younger children or in adults.

Many people experience some form of anxiety in their lives, but social anxiety is a type of anxiety disorder that causes extreme fear in social settings. Teens with this disorder have trouble talking to peers, meeting new people, and attending social gatherings. They fear being judged or scrutinized by others. They may understand that their fears are irrational or unreasonable, but feel powerless to overcome them.

There is no one cause of social anxiety, but current research shows that it can be caused by a combination of environmental factors and genetics. Some negative experiences that could contribute to social anxiety are bullying, family conflict, and abuse. Physical abnormalities such as a serotonin imbalance may contribute to this condition. Serotonin is a chemical in the brain that helps regulate mood. An overactive amygdala (the part of the brain that controls fear responses and feelings or thoughts of anxiety) may also cause these disorders.

Anxiety disorders can run in families, but it is currently unclear if there are genetic factors involved. A teen may develop an anxiety disorder by learning the behavior of a parent or family member who has an anxiety disorder. They learn to internalize these behaviors which can trigger a disorder of their own. Teens can also develop anxiety disorders as a result of being raised in controlling or overprotective environments.

Social anxiety in teens is actually fairly common. However, the social situations that trigger social anxiety can be very different. Some of these triggers include:

being the center of attention
meeting new people
making small talk
being criticized or teased
speaking with authority figures
public speaking
navigating new spaces

How can you tell if your teen has social anxiety?

Just because your teen occasionally gets nervous when she’s in social situations doesn’t mean they necessarily have social anxiety. Many people are shy or self-conscious—at least from time to time—but it doesn’t get in the way of their everyday functioning. Social anxiety in teens, on the other hand, does get in the way of a teen’s normal routine and can cause tremendous distress. That’s why it’s important to note symptoms of social anxiety in teens:

Fear that others will notice nervousness
Fear of humiliation and being watched by others
Feeling dizzy
Reddened face
Blushing
Fast heartbeat
Trembling
Sweating
Upset stomach or nausea
Trouble catching your breath
Dizziness or lightheadedness
Feeling that your mind has gone blank
Muscle tension

Teens with social anxiety may avoid situations that they used to enjoy such as social gatherings or school events. They may begin to withdraw and isolate as a way to deal with their anxiety. And while avoiding situations that cause anxiety may help them feel better in the moment, their anxiety is likely to continue if they do not receive treatment.

If you notice that your teen is exhibiting signs or symptoms of a social anxiety disorder, it may be time to seek out professional help for a diagnosis. According to the ADAA, about 36 percent of people with social anxiety don’t speak to a healthcare provider until they have had symptoms for at least 10 years. The symptoms of social anxiety may themselves be a deterrent to reaching out for help. A mental health professional will diagnose social phobia from a description of your teen’s symptoms. They can also diagnose social phobia after examining certain behavioral patterns.

Treating Social Anxiety

There are several types of treatment available for social anxiety disorder, and different types of treatment make work for different people. For some, one type of treatment is beneficial, for others, a combination of treatments may be helpful.

Treatment options for social anxiety disorder include:

Cognitive behavioral therapy: This therapy helps teens learn how to control anxiety through relaxation and breathing, and how to replace negative thoughts with positive ones. CBT helps teens recognize their behavior patterns and how to address negative patterns to create positive one.

Exposure therapy: This type of therapy helps teens gradually face social situations, rather than avoiding them. They can practice coping skills in challenging environments so that they can start to become more comfortable in these situations.

Group therapy: This therapy helps teens learn social skills and techniques to interact with peers in social settings. Participating in group therapy with others who have the same fears may make them feel less alone. It will give them a chance to practice their new skills through role-playing.

There are also lifestyle changes you and your teen can take into consideration. Paying attention to their sleep habits and making sure they are getting enough rest can be a good first step, as well as avoiding stimulants like caffeine that can make them feel jittery or exacerbate anxiety symptoms. Some teens may also benefit from medications that manage anxiety symptoms. Antidepressants or anti-anxiety medications can play a part in a treatment plan.

The most important thing to understand when dealing with an anxiety disorder is that it will likely take time for your teen to get under control. Encourage your teen to have patience and take pride in the steps they are taking to improve their mental health.

Residential Treatment for Social Anxiety

For some teens, making changes at home and participating in outpatient therapy can be helpful. Other teens may benefit from the structure and support of a residential treatment center. A residential treatment center like Solstice West combines therapy practices such as individual, family, adventure, and group therapy for a holistic treatment approach.

Milieu therapy is an experiential therapeutic approach that utilizes the residential environment of our program to better understand how to help your child approach and overcome their challenges. At Solstice West, milieu therapy is carried out by observing your child’s behaviors and emotions throughout the day, within a variety of different settings. Milieu therapy provides an invaluable “in the moment” understanding of your child’s challenges, unique from traditional talk therapy. Milieu experiential therapy utilizes the social culture of a residential treatment environment to create positive changes in your child’s behavior. These changes are achieved through the therapeutic use of our campus’s “community”, which includes their peers, staff, community roles, and responsibilities, groups, and meetings. The positive influence of peers can promote a powerful and sustainable change when combined with the intentional application of other therapeutic interventions.

Volunteering and community service is a significant component of our adventure therapy program. Our students participate in community service regularly, volunteering at a variety of local and regional organizations. Our students learn how to build and maintain a sense of community by repeatedly volunteering with a select group of organizations in our area. As they gain stronger relationships with the people and organizations we work with, they begin to feel more connected to the community and the work they do.

Solstice West Can Help

Solstice West, a residential treatment center for teen girls and assigned females at birth ages 12-18, can help your child struggling with social anxiety. We help girls and assigned female at birth struggling with emotional and behavioral difficulties such as depression, anxiety, and eating issues.

Our relationship-based philosophy is based on the significant body of research that supports the idea that the “therapeutic alliance” is the factor that contributes most to positive change in the therapeutic process. This “alliance” is referring to healthy, trusting relationships. At Solstice, we ensure that your child has the ability to develop many safe, secure, and authentic relationships. This begins with employing the right people. Also training them effectively in the process of building and maintaining these relationships with our clients and families. For more information about Solstice, please call (866) 278-3345.

The Solstice Team

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The Solstice Team
January 22, 2021
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Starting the New Year Strong: Mindfulness Practices for A Fresh Start

Starting the New Year Strong: Mindfulness Practices for A Fresh Start https://solsticertc.com/wp-content/uploads/2021/01/katerina-jerabkova-6CLBoiWuzSU-unsplash-scaled.jpg 2560 1707 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g January 22, 2021 January 22, 2021

After all of the challenges, heartache, and nonstop stream of negativity that 2020 brought to our world, 2021 presents an opportunity to reset our mindsets and start the new year intentionally with a fresh perspective. One way we can achieve this is through practicing mindfulness. A growing body of research supports the benefits mindfulness can have on our minds and bodies such as improved memory, heightened awareness, lowered anxiety, and reduced stress.

Mindfulness practices you can employ to restart and refresh your mind for the new year

While it’s common to conflate mindfulness with meditation, mindfulness encompasses so much more than the practice of meditation. Essentially, mindfulness is the moment to moment awareness of one’s experiences without judgment. This state of mindfulness or being aware is something that we can continually practice as we try to pay attention on purpose to the present moment.

Because mindfulness is fostered through regular practice, the first important step is putting aside time each day to engage in a mindfulness activity. Select a time of day where you will be able to engage in your practice uninterrupted, and commit to practicing every day.

Once you’ve set aside dedicated time to commit to your practice, it’s time to try performing various mindfulness practices. Different practices work better for different people, so it’s a good idea to vary up your exercises to see what works best for you. Try these mindfulness exercises to restart and refresh your mind in 2021:

1.) Bodyscan – During a Body Scan exercise, you deliberately focus inward on your body and what each part of your body is feeling. Is it pain, tension, calm? The task here is to develop an awareness of sensations in different parts of your body without trying to change them, only noticing them.

2.) Three-minute breathing – There are 3 steps to this practice, and the first is to attend to what is. Take note of the environment around you without attempting to change what you are experiencing. Then focus on your breath, noticing what happens when you breathe in and out. Lastly, focus your attention on your body and any sensations you may be feeling. Practice this technique here.

3.) Mindful stretching/yoga – Physically experiencing mindfulness can help to bring awareness to the mind-body connection. While you are stretching, bring attention to your breath while thinking about how your body feels. While engaging in this activity, try to focus only on the present sensations and not external, distracting thoughts.

4.) Mindful breathing while focusing on thoughts – For this practice sit somewhere quiet in a seated position. Focus deeply on your breathing, inhaling for 3 seconds and exhaling for 3 seconds. Continuing to focus on your breath, notice as your mind wanders and bring your attention back to the breath, again inhaling for 3 seconds and exhaling for 3 seconds.

5.) Mindful walks – When you are on a walk give your full attention to the experience of walking. Instead of walking on autopilot like we usually do, deliberately think about each step you are taking. Feel the ground beneath your feet, notice what this feels like as well as noticing the sights, smells, and sounds around you. Bringing attention to our everyday actions allows us to experience the mundane with a sense of newness.

If you are struggling to get started, there are some incredible mindfulness apps that you can download to help you with your practice. Try Headspace, Calm, Aura, or smiling mind to help you get started on your journey.

Solstice RTC Can Help

Solstice RTC is a leading residential treatment program for young girls and assigned female at birth ages 14-17 that has been specifically designed to help teen students on their journey toward healing by utilizing a blend of therapeutic techniques based on both traditional and holistic treatment methods.

Our holistic approach accounts for the fact that our physical, mental, emotional, spiritual, and relational selves are all bound together. We uniquely approach change, emphasizing students’ strengths within a therapeutic culture where acceptance, change, and growth are supported and valued. For more information on how Solstice RTC could help, please call (866) 278-3345.

The Solstice Team

Want to learn more? Reach out today!

The Solstice Team
September 28, 2020
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A silent fear: Recognizing social anxiety in teens

A silent fear: Recognizing social anxiety in teens https://solsticertc.com/wp-content/uploads/2015/11/christian-bowen-hglNS1evWJU-unsplash-scaled.jpg 2560 1709 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g September 28, 2020 September 28, 2020

Have you noticed that your teen avoids social situations? Maybe they skip school dances or avoid any group activities after school? We tend to label those teens as “just shy”, but the reality is, there might be a bigger issue happening. If your teen feels an overwhelming amount of stress around social interactions, they may be struggling with social anxiety.

Signs of social anxiety in teens

Social anxiety is an intense, persistent fear of being watched and judged by others. It can affect teens at home, school, and their other day-to-day activities. It can even make it hard to make and keep friends. Teens with social anxiety may worry about something like a class presentation for weeks in advance. They may even avoid places or events where they believe they might do something that will embarrass them.

Signs and symptoms of social anxiety in teens to be aware of:

Difficulty speaking, shaky voice
Rapid heart beat
Sweating
Nausea
Feeling dizzy or faint
Fear and avoidance of social situations
Extreme fear of being thought foolish by others, even with an understanding that the fear is unreasonable
Dread of social events that begins days or weeks in advance
Severe test anxiety
Irritability or anger before a social event
Hyper-sensitivity to criticism
Poor school performance

How To Help Your Teen With Social Anxiety

Not only do teens dealing with social anxiety suffer from the symptoms associated with the disorder, they also must overcome the consequences of their anxiety. Teens with social anxiety don’t participate in class, they are afraid to ask their teacher questions, and have trouble working on group assignments. Because of this, they struggle in school. If social anxiety is left untreated, it leaves teens at risk to develop other mental health issues such as depression, eating disorders, and suicidal ideation. It’s important to get your teen with social anxiety help as soon as you recognize what they are dealing with.

If your teen is struggling with social anxiety, you need to get them help as soon as possible. There are several ways you can help your teen work through their social anxiety. These include:

Teaching them breathing control: Breathing exercises are a proven way to reduce stress and help an individual calm down in situations that cause anxiety.
Change lifestyle habits: Cutting out caffeine and sugar can help your teen reduce anxiety. Also, make sure they are getting enough sleep at night. This may not be enough to help overcome social anxiety, but it helps with the overall healing process.
Help them face their fears: By introducing them gradually to social situations, your teen will begin feeling more comfortable around people. Start by having them accompany a friend to a small gathering and work up from there.

Further treatment at Solstice RTC

If your teen is struggling with social anxiety, consider getting help from Solstice. Solstice is a residential treatment center for teens ages 12-18 struggling with emotional and behavioral issues such as anxiety, depression, and eating disorders.

For more information about how Solstice can help your daughter, call (866) 278-3345.

The Solstice Team

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The Solstice Team
August 17, 2020
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5 Tips for Helping Your Teen with Anxiety During a Pandemic

5 Tips for Helping Your Teen with Anxiety During a Pandemic https://solsticertc.com/wp-content/uploads/2020/08/jake-noren-Ncbfo_SzPU4-unsplash-scaled.jpg 2560 1707 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g August 17, 2020 March 12, 2026

The world has drastically changed in the past 5 months. Everything from the way we work to the way we are able to interact with family and friends has shifted, and all that change can be challenging for teens who already struggle with anxiety. And while it is normal to feel worried during a pandemic, there are ways to identify a more serious anxiety disorder in your teen and offer them support.

Are They Worried or Is it Anxiety?

According to the Mayo Clinic: “people with anxiety disorders frequently have intense, excessive and persistent worry and fear about everyday situations. Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a peak within minutes (panic attacks).” Anxiety disorders manifest in different ways:

Generalized anxiety disorder is a chronic state of severe worry and tension, often without provocation.
Panic disorder refers to sudden and repeated panic attacks—episodes of intense fear and discomfort that peak within a few minutes.
Obsessive-compulsive disorder is marked by intrusive thoughts or compulsions to carry out specific behaviors, such as handwashing.
Post-traumatic stress disorder may develop after experiencing or witnessing a traumatic event.

If your teen is exhibiting any of the above behaviors or has received a formal diagnosis, there are ways that you can help them manage their anxiety.

5 Tips for Helping Your Teen During a Pandemic

Foster Positive Relationships
- Even though we often expect teenagers to act more like adults, their brains are still forming a changing. It is important for teens with anxiety to have a strong familial connection, whether that be with a parent or guardian. This deep and sustaining bond can help teens feel grounded and connected.
Help Them Be Flexible
- Help your teen let go of the idea of perfection. They don’t need to do everything absolutely perfectly. Give them the space to make mistakes and learn in the process. If they’re anxious about a new school format this fall, remind them that everyone will be learning this new system together.
Normalize Being Worried
- The last thing someone with anxiety wants to hear, is that there’s nothing to be worried about. Verbalize to your teen that it is absolutely normal to be worried right now. Let them know that they are allowed to feel their feelings and give them the support they need while they explore those feelings.
Practice Empathy
- Empathy is a powerful tool in a parent’s toolbox. When a teen is expressing their anxiety (through words or actions) it can be incredibly impactful for parents to sit with them and engage through questions like “How did that make you feel?” or “What are you feeling in your body?”
Seeking Treatment
- If you feel that your child’s anxiety is spiraling out of control, there are options such as a Residential Treatment Center. These programs are designed to provide a warm, inviting setting with a strong focus on individual growth and academic progress.

Solstice Residential Treatment Center is a program for troubled adolescent girls and assigned female at birth that emphasizes the mind-body connection in our unique approach to holistic healthcare. With a strong emphasis on family therapy based intervention, nutrition, and physical fitness, and the supportive provision of cutting-edge academics, substance abuse/addiction therapy, equine therapy, and psychiatric services, Solstice sets the stage for the infusion of light into the previously darkened lives of the families we serve. For more information, click here or call (866) 278-3345.

The Solstice Team

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The Solstice Team
March 27, 2020
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Small Class Sizes Support Students with Social Anxiety

Small Class Sizes Support Students with Social Anxiety https://solsticertc.com/wp-content/uploads/2020/03/eliott-reyna-kcT-7cirBEw-unsplash-scaled.jpg 2560 1707 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g March 27, 2020 May 12, 2020

In a public school classroom with thirty other students, it can feel overwhelming for teens with social anxiety to speak up and participate in class discussions. They may worry about other people judging what they say or feel ashamed for not participating often. This can also make it hard for them to get to know other students. Instead, they may sit in the back of the classroom and tune out other people’s voices when they get overwhelmed, which can affect their ability to stay caught up on course material. At residential treatment centers, small class sizes are designed to support students with social anxiety by empowering them to be an active participant in the classroom.

How Does Social Anxiety Affect School Performance?

Anxiety can affect learning in a variety of ways–from feeling nervous before a test at school to avoiding asking teachers clarifying questions to a fear of going to school and feeling alone. Sometimes kids will do perfectly well on tests and homework, but when they’re called on in class teachers hit a wall in trying to engage students. They might have been paying attention to the lesson and they might even know the answer, but when they’re called on their anxiety level becomes so heightened that they can’t respond.

Some kids will avoid or even refuse to participate in things that make them anxious. This includes obvious anxiety triggers like giving presentations, but also things like gym class, eating in the cafeteria, and doing group work.

When teens start skipping classes or assignments to avoid facing social anxiety, it might look to their teachers and peers like they are uninterested or underachieving, but the opposite might be true. Often, teens with social anxiety avoid things because they are afraid of making a mistake or being judged. When teens are excessively self-conscious, it can make it difficult for them to participate in class and socialize with peers.

The Power of Individualized Instruction

For many teens who struggle with anxiety in social situations, they have a much easier time showing what they know when teachers engage with them one-on-one or away from the group. It is easy for these students to slip under the radar, as teachers tend to focus on students who are more vocal in the classroom, including both those who are active participants and those who are disruptive. While staying after class to ask questions or opting to submit written responses to show that they are engaged with the material are helpful alternatives, many teachers do not have additional time to dedicate to personalizing an academic plan for each student.

With smaller class sizes and opportunities for tutoring or academic advising, students with social anxiety are given space to develop the skills they need to be successful in the classroom.

Accommodations for Social Anxiety in Residential Treatment

Residential treatment centers that offer accredited academic programs are better prepared to make accommodations for students with social anxiety by offering a supportive learning environment.

The Academic Director at Solstice West reviews all student records (transcripts, report cards, neuropsychiatric testing, educational testing, etc.) and ensures placement in the correct classes in order to facilitate successful learning, credit remediation or recovery, and to keep the student on track for high school graduation. An academic plan for each student is developed to address any and all academic concerns, including seemingly unrelated mental health struggles like social anxiety.

By offering 5 school quarters year-round and rolling admissions, teachers are better able to work with students on an individual basis to test their comprehension and use creative strategies to help teens with different learning styles succeed. With class sizes of up to eight students, group discussions feel less overwhelming and it is easier for students to get to know their classmates. Teachers also work closely with the treatment team to understand how teens with social anxiety are adjusting to the therapeutic milieu and how their outside social interactions may affect how engaged they are in class.

Solstice RTC Can Help

For more information, call 866-278-3345. We can help your child address how social anxiety affects their learning and work towards success in and out of the classroom.

The Solstice Team

Want to learn more? Reach out today!

The Solstice Team
March 11, 2020
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Navigating Online Relationships for Teens with Social Anxiety

Navigating Online Relationships for Teens with Social Anxiety https://solsticertc.com/wp-content/uploads/2020/03/ali-abdul-rahman-TS5Pi8jqJZY-unsplash-scaled.jpg 2560 1709 The Solstice Team The Solstice Team https://secure.gravatar.com/avatar/0ed16c756ecbe77dc6aca817dfaabdcb81c2f8038ee1b59499122ad76616f9ad?s=96&d=mm&r=g March 11, 2020 May 12, 2020

Social media is no longer just for networking with friends and family. In fact, many teens follow more influencers than people they know online. In order to go “viral” on a platform, their posts have to be public. As digital privacy becomes less important to teens, many teens are becoming more digitally intimate–sharing personal details online to people they don’t know in person. For teens with social anxiety who find it easier to develop online relationships than with their peers offline, it is important to remember that navigating online relationships requires different social rules.

Why Does Socializing Online Feel Safer for Some Teens?

More anonymity
Delayed response time
Can use filters, Photoshop, or a fake name
Less expectation of intimacy
Less fear of rejection
Wider circle of acquaintances

For some teens who have experienced rejection and isolation offline, they may feel more comfortable interacting with others through a screen. Even if they recognize that their online relationships aren’t healthy or that the other person isn’t putting in enough effort, they may continue to pursue this relationship as online rejection hurts less than face-to-face rejection. If someone were to reject them online, it is not like the entire school would find out and shame them.

Another benefit of socializing online for teens with social anxiety is that, in some ways, they might experience less Fear of Missing Out. They are able to maintain a wider circle of acquaintances and keep tabs on what is going on in the lives of people they know without being expected to start a conversation or make plans. This can reduce feelings of isolation and loneliness.

Online socializing can help anxious teens maintain relationships with acquaintances that they may have struggled to make the effort to see, if they go to different schools or live in different cities. It can also help them develop stronger relationships with people that they may be too anxious to talk to at school. For example, introverted teens may prefer texting someone back and forth than picking up the phone or meeting someone at a coffeeshop for the same conversation, let alone trying to have the same conversation in front of a bigger group of people. Some people find it easier to make a generic post to their “followers” instead of sending the same text multiple times or starting a group chat with a restricted number of people, as they never know who might respond.

What Are the Risks Associated with Socializing Online?

Presenting a false self
Difficulty engaging in face-to-face interactions
Problems identifying red flags
Sexting
Getting catfished

Social anxiety is often a predictor of internet addiction. Ironically, the more time teens spend worrying about how they are perceived online, the more likely they are to update their newsfeed or check for new notifications. One would think that the anxiety they experience around their social media presence would discourage them from being glued to their screens, but the opposite is usually true. The potential validation they might receive from online interactions often outweighs potential threats or hate messages.

How is Online Socializing Different from Offline Socializing?

Privacy Issues
Lack of Nonverbal Cues
Conversations cannot be permanently deleted
Hard to fully trust that the other person is being transparent
People are more likely to perform for an online audience

At a relationship-based residential treatment center for girls, teens learn how to be present with others offline and to interact without the distraction of smartphones. Many teens with social anxiety have developed insecurities in relationships based on past negative experiences with peers at school. In order to change beliefs about not being good enough in relationships, they must confront these beliefs and build evidence that this is not always true.

Teens who had previously turned to the Internet to receive validation learn that they are liked by others when they act like their true selves. During group therapy, teens with social anxiety learn how to actively listen to others, ask for help, and provide mutual support as they discuss their relationship styles and how they developed these beliefs. This can lead to conversations about values in relationships, online safety, and ways to manage anxiety.

Solstice RTC Can Help

Solstice is a groundbreaking residential treatment center for girls, ages 14 to 18. Our girls and assigned female at birth often struggle with depression, anxiety, trauma, ADHD, technology addiction, and other emotional or behavioral problems when they come to us. Through a unique combination of therapeutic programs based upon both traditional and holistic mental health treatment, we treat our clients with age and gender-specific techniques. We strive to empower teenage people with the ability to believe in themselves offline and provide the tools and motivation required to instill these beliefs for life.

For more information about smartphone addiction, contact us at 866-278-3345.

The Solstice Team

Want to learn more? Reach out today!